OUT-OF-CHARACTER INFORMATION
What is your Minecraft username?:
Urrufu
Do you have Discord (If so, what is your discord username?):
Urrufu
Do you have a microphone?:
No, however I'm able to join voice channels if it's requested of me.
What is your time zone?:
BST (British Summer Time) | UTC+1
Do you acknowledge that if you are inactive you will be demoted?:
I acknowledge that I will be demoted if I am not frequently active on SRP.
Describe your activity on the server:
As of the start of September, I have a little over three weeks of playtime. This has been built up since the end of June. In terms of my sessions per day, I am usually online or able to come online for the majority of the day. During my summer break, I've been logged on for an average of 11 - 13 hours per day, however this varies, sometimes being closer to 9 hours during a day or closer to 14 / 15. My usual hours per day are 10AM - 2AM. I do frequently push for longer, however IRL priorities such as college will affect how long I tend to be online for.
On the subject of college, below this small paragraph is a table featuring the dates and times I am 99% sure I will be available to log on. The times in this table were designed specifically with my sleep schedule and college timetable in mind. Saturdays, Sundays, and Mondays, I can be incredibly flexible with my schedule if need-be, however the remaining four days are relatively set in stone for now. These days may also change throughout the year, specifically Tuesdays, in which I will most likely be available before the listed time (18:00PM).
One final note, these are only the times I will be capable of joining a VC and/or logging onto SRP. I can do other needed tasks (I.E grading, class-prep, responding to messages, etc.) at any point throughout the day, including times not listed on the schedule.
What is your Minecraft username?:
Urrufu
Do you have Discord (If so, what is your discord username?):
Urrufu
Do you have a microphone?:
No, however I'm able to join voice channels if it's requested of me.
What is your time zone?:
BST (British Summer Time) | UTC+1
Do you acknowledge that if you are inactive you will be demoted?:
I acknowledge that I will be demoted if I am not frequently active on SRP.
Describe your activity on the server:
As of the start of September, I have a little over three weeks of playtime. This has been built up since the end of June. In terms of my sessions per day, I am usually online or able to come online for the majority of the day. During my summer break, I've been logged on for an average of 11 - 13 hours per day, however this varies, sometimes being closer to 9 hours during a day or closer to 14 / 15. My usual hours per day are 10AM - 2AM. I do frequently push for longer, however IRL priorities such as college will affect how long I tend to be online for.
On the subject of college, below this small paragraph is a table featuring the dates and times I am 99% sure I will be available to log on. The times in this table were designed specifically with my sleep schedule and college timetable in mind. Saturdays, Sundays, and Mondays, I can be incredibly flexible with my schedule if need-be, however the remaining four days are relatively set in stone for now. These days may also change throughout the year, specifically Tuesdays, in which I will most likely be available before the listed time (18:00PM).
One final note, these are only the times I will be capable of joining a VC and/or logging onto SRP. I can do other needed tasks (I.E grading, class-prep, responding to messages, etc.) at any point throughout the day, including times not listed on the schedule.
↓
SATURDAY | SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
08:30AM - 03:00AM | 08:30AM - 02:00AM | 08:30AM - 02:00AM | 18:00PM - 00:00AM | 17:00PM - 02:00AM | 18:40PM - 00:00AM | 15:00PM - 02:00AM |
Link(s) to any previous applications on the server:
Green Bike Request [DENIED]
This was denied because I had forgotten to put my username in the post.
Green Bike Request [ACCEPTED]
Pink Bike Request [ACCEPTED]
What are your current roles on the server? (If you're college, specify your degree level):
[Grade-12] Charlotte Shimura
TRIVIA
What subject are you applying to teach?:
Physical Education
What is your motivation for becoming a teacher?:
I'm interested in becoming a teacher for various reasons. First of all, I've noticed whilst playing that in my timezone, for the first half of the day, and in many cases much longer, there are usually no teachers or even faculty online at all. I think it would be good to be able to cover that timezone since even though there aren't as many people online as during the later hours, there are still roughly one hundred people, of which most are students, online and unable to really do anything for periods of time on SRP. I think that being able to fill a slot and give those people some more opportunities to both RP and have some fun on the server would be good - that and it is a fun subject that I'm applying to teach.
On the topic of which subject I'd want to teach (and also linked in with my first point), P.E is something I'm motivated to teach because of the focus on sports. Experiences that student players have in the more active classes (such as Performance Arts or Physical Education) can build motivation to join sport teams, make friends with other players, and possibly even want to apply for a school faculty role as well - I feel like this point is a very big one, as it was seeing how engaging a lot of these classes can be. For me I was inspired to actually throw in an attempt because of seeing KotaLobo and Kinyuun teaching. I'd like to be able to do a similar thing for other people, especially those who similar to me were very on-the-fence about it.
Me, offline is very passionate about sports and being physically active. Although I don't do much anymore due to college and a general inaccessibility to what I enjoy, when I was in hIgh-school, I was incredibly active and passionate about these subjects. I am incredibly interested and excited for the opportunity to teach this role since it builds motivation to log on for me, and hopefully motivation for others to go down similar routes if they're interested. Another point I feel is worth mentioning in this section, IRL, I was intending to go down this same path. I really wanted to teach P.E in an actual school due to how much it positively impacted my life. Unfortunately I can't because I fumbled my final exams, but I think being able to do the same thing, even if it's on a silly block game, would be really fun!
I also find the classes in SRP genuinely interesting, informative, and inspiring. As previously mentioned, it was seeing classes in SRP that heavily inspired me to want to teach as well, however that isn't the only case of something on SRP changing how I feel about things IRL. I've found that the classes on SRP have done absolute wonders for my confidence both online and offline, even in classes where I find myself being quieter, I've found it inspiring and informative.
Do you understand that you are applying for the teacher role of UT?
Yes! I acknowledge that I am applying for an Untrained Teacher position.
Do you understand if your application is accepted, you will have to undergo teacher training?:
Yes! And I am excited for the opportunity.
What are the teacher class logs and why are they important?:
Class logs are important to teachers as they help document and keep track of your classes held per month. This is important as it helps track if you've met your quota which is important in making sure you are paid properly and teaching frequently.
As a teacher, what are the strict rules when being in a class?:
1. Don't target or harass any other students during the lesson.
I believe this rule is important for P.E as the sports are skill based. Harassing, bullying, or being aggressive against people because they're either better or worse would not be allowed in my class. Of course, there is room to poke fun, but it must be passive and if any party involved is uncomfortable or unhappy with it then it will not be tolerated.
2. During class hours, all phones, musical instruments, and game devices are not to be used and if they have a setting for it, must be kept on Silent.
This rule is one I would be strict on as it is both disrespectful to myself and other students trying to focus on the lesson. I know from experience that it is incredibly agitating both OOC and IC when you're trying to focus on chat messages, writing, or spreading information and a pinging noise from a games device keeps ringing or a phone call goes off or somebody is trying to be the next big musical hit and is smashing it out on a guitar right behind you. I would have no tolerance for it in my classroom unless it is specifically permitted.
3. Don't be disruptive during the class.
This rule seems obvious but I'd want to really hammer it down since even small disruptions can cause issues for the classes. I would consider frequently moving around the room, yelling, speaking over myself or anybody asking questions, and loitering around the room rather than at a desk as disruptive. I would also consider excessive cussing as disruptive and if it is continuous, anything mentioned in my second rule as well.
4. No Bias Policy.
I would have a no bias policy in my classroom. This would mean that all students in the room would be treated equally with the exception of specific events (I.E Sports Day). Something I noticed in a few classes was that the louder people always got the most attention. As a student, it can be really frustrating - especially if it's a class you are passionate about. Because of that, I would not treat any student any differently regardless of whether they're loud, quiet, in a club or sports team, council, etc.
The only exceptions to this rule would be if an event is coming up (I.E Sports Day) as we would want to encourage and promote people to join those teams, or if a student specifically asked me not to call on them, or any other request regarding activity in the class. I want everybody to have equal chances at engagement, spectating isn't always fun!!
5. Follow the Student Conduct.
My students will be expected to follow all of the standard rules that already apply in Karakura High. Those rules are put in place for a reason and should not be violated.
What experience, in general, do you have in roleplay?:
I have been interested in roleplay for my entire life really, the only reason I didn't attempt a career in it was a lack of confidence. Online, I've been engrossed in roleplay since around 2016. I began roleplaying on Roblox because it was the only app I had at the time in which I was comfortable roleplaying. I was never really all that good at it, but I did learn a lot of traits from it and it helped improve my English. I spent around 6 years dedicated to roleplay on Roblox and even now, still sometimes consider trying to get back into it.
Around 2018ish, I found the Amino app and immediately fell in love. I dedicated so much time to Amino that I started staying up later just to talk to people. I feel like this was my proper introduction to roleplay as I didn't have to worry about things such as what my character actually looked like since it was 100% text based. This also helped me get better at DetailRP since I had to describe every single action I wanted to take. I roleplayed multiple characters across multiple groups for around 4 years, before moving onto other means. I do still occasionally check back on Amino, and am the leader of a large roleplay group dedicated to the anime 'Toradora!' with roughly 6,000 people in it. However that group fell inactive a few years ago.
From early 2023 until now, I've been focusing on DND. I'm making an entirely custom world with unique magic and ability systems and hundreds of characters for my players to meet with and get to know. This passion project has really helped me develop with roleplay as not only have I been describing and vocalising the characters I've created, I've also had to do the same for the entire world. We've so far had one session and I found that it has really enhanced my abilities to roleplay as it's given me a completely new perspective on the hobby.
Whilst actually playing on SRP, I have definitely learned a lot more about roleplay. I'm familiar now with the basics and some of the more advanced bits, and I am more than confident in all forms (I.E DetailRP, FearRP, etc), the only thing I'm facing issues with is formatting DetailRPs. I can send the textwalls out no issue, but filtering dialogue into them is where I am getting caught out. This will not be an issue by the time this application is submitted though!
In detail, describe the ranking system of teachers:
- HD
↳ Meaning: Head of Department
↳ Description: The head of Department is usually a leader figure, being in charge of everything that goes on in the ranks related and beneath them. This leadership could range from specific lessons they would want taught, specifics in events, or specifics with students and other faculty members. The Head of Department is the second highest rank, being only beneath the SLT.
- QT
↳ Meaning: Qualified Teacher
↳ Description: Qualified teachers are those with plenty of experience in the field. They are people who have taught plenty of classes and have been in the faction for a significant amount of time, making them easily recognisable to both long-time students and faculty members. Qualified teachers also act as good role-models for new faculty members, being good example figures for how one should handle students, classes, and generally conduct themselves.
- NQT
↳ Meaning: Newly Qualified Teacher
↳ Description: Newly qualified teachers are those who have recently gone through the proper training to qualify. These teachers are capable and respectable figures in the faculty who can host classes fluently and can hold control over the class without the need for assistance from other faculty members. NQTs may still want to observe and learn from QTs, however they are more than capable of hosting and regulating classes independently.
- UT
↳ Meaning: Untrained Teacher
↳ Description: Untrained teachers are those who have recently joined the faculty. These are individuals that can teach a class, however they are not yet trained on how to do so. Because untrained teacher's usually lack experience, they may play a more support-based roll in teaching before hosting classes independently. Untrained teachers may also observe NQTs and QTs during lessons to learn more about controlling the class, and catching their attention. Before a UT is allowed to teach, there is a mandatory period of training in which they must attend.
What subject are you applying to teach?:
Physical Education
What is your motivation for becoming a teacher?:
I'm interested in becoming a teacher for various reasons. First of all, I've noticed whilst playing that in my timezone, for the first half of the day, and in many cases much longer, there are usually no teachers or even faculty online at all. I think it would be good to be able to cover that timezone since even though there aren't as many people online as during the later hours, there are still roughly one hundred people, of which most are students, online and unable to really do anything for periods of time on SRP. I think that being able to fill a slot and give those people some more opportunities to both RP and have some fun on the server would be good - that and it is a fun subject that I'm applying to teach.
On the topic of which subject I'd want to teach (and also linked in with my first point), P.E is something I'm motivated to teach because of the focus on sports. Experiences that student players have in the more active classes (such as Performance Arts or Physical Education) can build motivation to join sport teams, make friends with other players, and possibly even want to apply for a school faculty role as well - I feel like this point is a very big one, as it was seeing how engaging a lot of these classes can be. For me I was inspired to actually throw in an attempt because of seeing KotaLobo and Kinyuun teaching. I'd like to be able to do a similar thing for other people, especially those who similar to me were very on-the-fence about it.
Me, offline is very passionate about sports and being physically active. Although I don't do much anymore due to college and a general inaccessibility to what I enjoy, when I was in hIgh-school, I was incredibly active and passionate about these subjects. I am incredibly interested and excited for the opportunity to teach this role since it builds motivation to log on for me, and hopefully motivation for others to go down similar routes if they're interested. Another point I feel is worth mentioning in this section, IRL, I was intending to go down this same path. I really wanted to teach P.E in an actual school due to how much it positively impacted my life. Unfortunately I can't because I fumbled my final exams, but I think being able to do the same thing, even if it's on a silly block game, would be really fun!
I also find the classes in SRP genuinely interesting, informative, and inspiring. As previously mentioned, it was seeing classes in SRP that heavily inspired me to want to teach as well, however that isn't the only case of something on SRP changing how I feel about things IRL. I've found that the classes on SRP have done absolute wonders for my confidence both online and offline, even in classes where I find myself being quieter, I've found it inspiring and informative.
Do you understand that you are applying for the teacher role of UT?
Yes! I acknowledge that I am applying for an Untrained Teacher position.
Do you understand if your application is accepted, you will have to undergo teacher training?:
Yes! And I am excited for the opportunity.
What are the teacher class logs and why are they important?:
Class logs are important to teachers as they help document and keep track of your classes held per month. This is important as it helps track if you've met your quota which is important in making sure you are paid properly and teaching frequently.
As a teacher, what are the strict rules when being in a class?:
1. Don't target or harass any other students during the lesson.
I believe this rule is important for P.E as the sports are skill based. Harassing, bullying, or being aggressive against people because they're either better or worse would not be allowed in my class. Of course, there is room to poke fun, but it must be passive and if any party involved is uncomfortable or unhappy with it then it will not be tolerated.
2. During class hours, all phones, musical instruments, and game devices are not to be used and if they have a setting for it, must be kept on Silent.
This rule is one I would be strict on as it is both disrespectful to myself and other students trying to focus on the lesson. I know from experience that it is incredibly agitating both OOC and IC when you're trying to focus on chat messages, writing, or spreading information and a pinging noise from a games device keeps ringing or a phone call goes off or somebody is trying to be the next big musical hit and is smashing it out on a guitar right behind you. I would have no tolerance for it in my classroom unless it is specifically permitted.
3. Don't be disruptive during the class.
This rule seems obvious but I'd want to really hammer it down since even small disruptions can cause issues for the classes. I would consider frequently moving around the room, yelling, speaking over myself or anybody asking questions, and loitering around the room rather than at a desk as disruptive. I would also consider excessive cussing as disruptive and if it is continuous, anything mentioned in my second rule as well.
4. No Bias Policy.
I would have a no bias policy in my classroom. This would mean that all students in the room would be treated equally with the exception of specific events (I.E Sports Day). Something I noticed in a few classes was that the louder people always got the most attention. As a student, it can be really frustrating - especially if it's a class you are passionate about. Because of that, I would not treat any student any differently regardless of whether they're loud, quiet, in a club or sports team, council, etc.
The only exceptions to this rule would be if an event is coming up (I.E Sports Day) as we would want to encourage and promote people to join those teams, or if a student specifically asked me not to call on them, or any other request regarding activity in the class. I want everybody to have equal chances at engagement, spectating isn't always fun!!
5. Follow the Student Conduct.
My students will be expected to follow all of the standard rules that already apply in Karakura High. Those rules are put in place for a reason and should not be violated.
What experience, in general, do you have in roleplay?:
I have been interested in roleplay for my entire life really, the only reason I didn't attempt a career in it was a lack of confidence. Online, I've been engrossed in roleplay since around 2016. I began roleplaying on Roblox because it was the only app I had at the time in which I was comfortable roleplaying. I was never really all that good at it, but I did learn a lot of traits from it and it helped improve my English. I spent around 6 years dedicated to roleplay on Roblox and even now, still sometimes consider trying to get back into it.
Around 2018ish, I found the Amino app and immediately fell in love. I dedicated so much time to Amino that I started staying up later just to talk to people. I feel like this was my proper introduction to roleplay as I didn't have to worry about things such as what my character actually looked like since it was 100% text based. This also helped me get better at DetailRP since I had to describe every single action I wanted to take. I roleplayed multiple characters across multiple groups for around 4 years, before moving onto other means. I do still occasionally check back on Amino, and am the leader of a large roleplay group dedicated to the anime 'Toradora!' with roughly 6,000 people in it. However that group fell inactive a few years ago.
From early 2023 until now, I've been focusing on DND. I'm making an entirely custom world with unique magic and ability systems and hundreds of characters for my players to meet with and get to know. This passion project has really helped me develop with roleplay as not only have I been describing and vocalising the characters I've created, I've also had to do the same for the entire world. We've so far had one session and I found that it has really enhanced my abilities to roleplay as it's given me a completely new perspective on the hobby.
Whilst actually playing on SRP, I have definitely learned a lot more about roleplay. I'm familiar now with the basics and some of the more advanced bits, and I am more than confident in all forms (I.E DetailRP, FearRP, etc), the only thing I'm facing issues with is formatting DetailRPs. I can send the textwalls out no issue, but filtering dialogue into them is where I am getting caught out. This will not be an issue by the time this application is submitted though!
In detail, describe the ranking system of teachers:
- HD
↳ Meaning: Head of Department
↳ Description: The head of Department is usually a leader figure, being in charge of everything that goes on in the ranks related and beneath them. This leadership could range from specific lessons they would want taught, specifics in events, or specifics with students and other faculty members. The Head of Department is the second highest rank, being only beneath the SLT.
- QT
↳ Meaning: Qualified Teacher
↳ Description: Qualified teachers are those with plenty of experience in the field. They are people who have taught plenty of classes and have been in the faction for a significant amount of time, making them easily recognisable to both long-time students and faculty members. Qualified teachers also act as good role-models for new faculty members, being good example figures for how one should handle students, classes, and generally conduct themselves.
- NQT
↳ Meaning: Newly Qualified Teacher
↳ Description: Newly qualified teachers are those who have recently gone through the proper training to qualify. These teachers are capable and respectable figures in the faculty who can host classes fluently and can hold control over the class without the need for assistance from other faculty members. NQTs may still want to observe and learn from QTs, however they are more than capable of hosting and regulating classes independently.
- UT
↳ Meaning: Untrained Teacher
↳ Description: Untrained teachers are those who have recently joined the faculty. These are individuals that can teach a class, however they are not yet trained on how to do so. Because untrained teacher's usually lack experience, they may play a more support-based roll in teaching before hosting classes independently. Untrained teachers may also observe NQTs and QTs during lessons to learn more about controlling the class, and catching their attention. Before a UT is allowed to teach, there is a mandatory period of training in which they must attend.
TEACHER KNOWLEDGE
Present to us your knowledge about Teachers in-game and out-of-game, what purpose do teachers serve. What salary do they get? Include a paragraph about the way teachers teach, what they do in their spare time in general.
Teachers are incredibly important members of society. Their role is to accommodate for and educate children and help incorporate them into society as well. In the school, teachers have a lot of responsibility, being responsible for educating students, their safeguarding, and ensuring they get the proper feedback necessary for improvement. Despite how heavy the workload is, the average salary for a teacher is only around £35,000 per year however this varies greatly. Some teachers earn less and some can earn up to £40,000 per year as well. The lessons provided by teachers are all important, there are traditional lessons such as Maths, English and Science which are considered core subjects, usually being required for college, university, and in most cases, even jobs. Then there are more life-skill or specific courses such as Cooking, Drama, Business, or any form of art. These lessons are important because they help students build ideas for career paths, help them express themselves, teach them important life skills, or just teach them general common knowledge which they would have to know in order to get through adulthood.
Many teachers will teach different depending on a few aspects of their career. For starters, the subject that a teacher focuses on may depict how they teach. A Maths teacher may have a traditional `lecture then worksheet` view on teaching whilst a cooking or drama teacher may be much more hands on and interactive. Another detail that may depict how a teacher hosts their lesson is their own style of learning. Many teachers, especially in writing-heavy courses, tend to teach the methods that helped them learn the information in the first place. This can also be applied in the sense that a teacher may copy the style their tutor or lecturer used when they were still in education.
The purpose of a teacher in real-life is near identical to the purpose of a teacher on SchoolRP. They both are roles in which a person dedicates themself to educating and assisting students, helping them develop and hopefully inspiring them to go on and do multiple different things in life, on SRP, this may be inspiring them to join a specific faction or even become a teacher themselves.
Why are teachers important to a SchoolRP server?:
Teachers are important to SchoolRP because of various reasons.
First, the teachers in SRP have a large impact on new players going through their first classes on the server. New players that want to dedicate time to the server may see how teachers behave and act during school hours and base their opinions on that. The server's primary goal is to create a safe and fun place for people to roleplay and teachers, usually being the first authoritative figure new players will see, can have a large impact in player's decisions to keep logging on or to quit the server.
Teachers are also incredibly important to already recurring players. SchoolRP's main focus is the school. Students spend most of their time there, and it is the centre point of discussion for the majority of players out-of-character and in frequent cases, in-character too. Teachers are important as it can encourage people to get engaged with roleplay and it opens opportunities for specific roleplays to occur too.
For those already engaged with roleplay, a teacher figure can also act as a point of interest during specific scenes among players. For instance, if a player is (IC) getting harassed and/or bullied, they may want to seek out a teacher for assistance. This branches out the already existing roleplay paths and allows for more options and results in the interaction. Another point of importance is grading. Many students may not be motivated to complete the classwork if they never get to see the results of what they've done. Grading is something incredibly important to the student playerbase and it is a teacher's responsibility to ensure it happens.
What lesson planning system does the school work on?:
Karakura follows the MoSCoW Prioritisation System, in which the method is 'Must Have, Should Have, Could Have, and Will Not Have.'
Present to us your knowledge about Teachers in-game and out-of-game, what purpose do teachers serve. What salary do they get? Include a paragraph about the way teachers teach, what they do in their spare time in general.
Teachers are incredibly important members of society. Their role is to accommodate for and educate children and help incorporate them into society as well. In the school, teachers have a lot of responsibility, being responsible for educating students, their safeguarding, and ensuring they get the proper feedback necessary for improvement. Despite how heavy the workload is, the average salary for a teacher is only around £35,000 per year however this varies greatly. Some teachers earn less and some can earn up to £40,000 per year as well. The lessons provided by teachers are all important, there are traditional lessons such as Maths, English and Science which are considered core subjects, usually being required for college, university, and in most cases, even jobs. Then there are more life-skill or specific courses such as Cooking, Drama, Business, or any form of art. These lessons are important because they help students build ideas for career paths, help them express themselves, teach them important life skills, or just teach them general common knowledge which they would have to know in order to get through adulthood.
Many teachers will teach different depending on a few aspects of their career. For starters, the subject that a teacher focuses on may depict how they teach. A Maths teacher may have a traditional `lecture then worksheet` view on teaching whilst a cooking or drama teacher may be much more hands on and interactive. Another detail that may depict how a teacher hosts their lesson is their own style of learning. Many teachers, especially in writing-heavy courses, tend to teach the methods that helped them learn the information in the first place. This can also be applied in the sense that a teacher may copy the style their tutor or lecturer used when they were still in education.
The purpose of a teacher in real-life is near identical to the purpose of a teacher on SchoolRP. They both are roles in which a person dedicates themself to educating and assisting students, helping them develop and hopefully inspiring them to go on and do multiple different things in life, on SRP, this may be inspiring them to join a specific faction or even become a teacher themselves.
Why are teachers important to a SchoolRP server?:
Teachers are important to SchoolRP because of various reasons.
First, the teachers in SRP have a large impact on new players going through their first classes on the server. New players that want to dedicate time to the server may see how teachers behave and act during school hours and base their opinions on that. The server's primary goal is to create a safe and fun place for people to roleplay and teachers, usually being the first authoritative figure new players will see, can have a large impact in player's decisions to keep logging on or to quit the server.
Teachers are also incredibly important to already recurring players. SchoolRP's main focus is the school. Students spend most of their time there, and it is the centre point of discussion for the majority of players out-of-character and in frequent cases, in-character too. Teachers are important as it can encourage people to get engaged with roleplay and it opens opportunities for specific roleplays to occur too.
For those already engaged with roleplay, a teacher figure can also act as a point of interest during specific scenes among players. For instance, if a player is (IC) getting harassed and/or bullied, they may want to seek out a teacher for assistance. This branches out the already existing roleplay paths and allows for more options and results in the interaction. Another point of importance is grading. Many students may not be motivated to complete the classwork if they never get to see the results of what they've done. Grading is something incredibly important to the student playerbase and it is a teacher's responsibility to ensure it happens.
What lesson planning system does the school work on?:
Karakura follows the MoSCoW Prioritisation System, in which the method is 'Must Have, Should Have, Could Have, and Will Not Have.'
CHARACTER INFORMATION
Describe the character: How do they look and act? What makes them unique and different?
Charlotte Shimura is a British woman with pale, white skin, green eyes and grey hair. With regards to her body, she's healthy. She weighs 154lbs at a height of 5'8, and has a slightly above average amount of muscle. Despite this though, she does appear quite small. Charlotte prefers to keep tidy with her appearance, and thus doesn't do any fancy hair styles or use makeup frequently. her hair itself is quite long and fluffy, the colour being a vibrant light-grey. Her fashion sense is also pretty simple, she prefers to wear non-branded clothing and has a very autumn/wintery aesthetic with her fashion sense. Charlotte tends to wear very simple and comfortable clothing with minimal design. She isn't fussed about colour or material, as a result the quality and design of her outfits varies greatly. She consistently wears smart-casual clothing, consisting of knee-length skirts (usually black in colour) and sweaters. During special occasions, she sometimes wears a simple suit, featuring a plain-white shirt and a diluted-green tie. She rarely wears this outfit though.
With regards to behaviour, Charlotte is a very extroverted person. She much prefers the louder groups to the quieter ones, and she enjoys talking a lot. She is able to regulate her own excitement, and knows when and how to be calm and quiet, especially when working as she struggles to focus with lots of noise. Charlotte's demeanour tends to change depending on the age of who she talks to. She's a lot more carefree and relaxed around people her own age, however around the elderly and children, she tends to act quite strict on herself, heavily limiting what language she uses and often speaking more like a mother would to a young child. How familiar with somebody she is has a major impact on this though. She tries her best to come across as somebody responsible and capable, wanting to build a strong bond with everybody around her.
What is their outlook on students and their co-workers?
Charlotte is very fond of her students. She is a very positive-focused person, preferring to only look at the good aspects of those around her. This mindset makes it easier for her to see where her students have potential, where they need work, and what they're already incredibly skilled with. She sees them as if they were her own children, wanting to give them everything she can offer and expecting nothing but a level of respect in return. As for her co-workers, Charlotte has a great amount of respect for them. When she was a student, she idolised her teachers and found herself always wanting to impress them. Now that she was what she'd always admired, she had a more than positive outlook on her colleagues.
Charlotte wants to be a person that can be trusted and relied upon by everybody, and she firmly believes that by keeping a positive demeanour around her students, and by keeping a positive mindset about them, she might even get the opportunity to be admired in the same way she admired her teachers in the past.
What are their plans for the future?
Charlotte fully intends on remaining as a P.E teacher for the high-school section of the school. Her long term goal is to become a QT and continue teaching her subject to the fullest.
Describe the character: How do they look and act? What makes them unique and different?
Charlotte Shimura is a British woman with pale, white skin, green eyes and grey hair. With regards to her body, she's healthy. She weighs 154lbs at a height of 5'8, and has a slightly above average amount of muscle. Despite this though, she does appear quite small. Charlotte prefers to keep tidy with her appearance, and thus doesn't do any fancy hair styles or use makeup frequently. her hair itself is quite long and fluffy, the colour being a vibrant light-grey. Her fashion sense is also pretty simple, she prefers to wear non-branded clothing and has a very autumn/wintery aesthetic with her fashion sense. Charlotte tends to wear very simple and comfortable clothing with minimal design. She isn't fussed about colour or material, as a result the quality and design of her outfits varies greatly. She consistently wears smart-casual clothing, consisting of knee-length skirts (usually black in colour) and sweaters. During special occasions, she sometimes wears a simple suit, featuring a plain-white shirt and a diluted-green tie. She rarely wears this outfit though.
With regards to behaviour, Charlotte is a very extroverted person. She much prefers the louder groups to the quieter ones, and she enjoys talking a lot. She is able to regulate her own excitement, and knows when and how to be calm and quiet, especially when working as she struggles to focus with lots of noise. Charlotte's demeanour tends to change depending on the age of who she talks to. She's a lot more carefree and relaxed around people her own age, however around the elderly and children, she tends to act quite strict on herself, heavily limiting what language she uses and often speaking more like a mother would to a young child. How familiar with somebody she is has a major impact on this though. She tries her best to come across as somebody responsible and capable, wanting to build a strong bond with everybody around her.
What is their outlook on students and their co-workers?
Charlotte is very fond of her students. She is a very positive-focused person, preferring to only look at the good aspects of those around her. This mindset makes it easier for her to see where her students have potential, where they need work, and what they're already incredibly skilled with. She sees them as if they were her own children, wanting to give them everything she can offer and expecting nothing but a level of respect in return. As for her co-workers, Charlotte has a great amount of respect for them. When she was a student, she idolised her teachers and found herself always wanting to impress them. Now that she was what she'd always admired, she had a more than positive outlook on her colleagues.
Charlotte wants to be a person that can be trusted and relied upon by everybody, and she firmly believes that by keeping a positive demeanour around her students, and by keeping a positive mindset about them, she might even get the opportunity to be admired in the same way she admired her teachers in the past.
What are their plans for the future?
Charlotte fully intends on remaining as a P.E teacher for the high-school section of the school. Her long term goal is to become a QT and continue teaching her subject to the fullest.
SCENARIOS
/*Do not mention use of FearRP*/
You find a gang of delinquents in the hallway cursing and swearing, what do you do?:
I would approach the delinquents and ask them nicely to stop swearing, and then remind them of the school policy. I'd ask nicely first because I think being able to build some form of bond with students is incredibly important in getting them to trust me as a teacher, it also makes dealing with situations such as these easier as delinquents may be less inclined to ignore or purposely aggravate a teacher they may have a preference for. Of course, if they continue their behaviour I would be forced to be stricter, however I would still want to give them another chance before enforcing any disciplinary action. Continuous failure to stop cursing would result in me having to hand out a detention slip for their conduct.
If a student(s) is frequently caught cursing or swearing on school grounds, I would have less tolerance and begin the interaction by being strict, but still respectful.
No one in your class is listening to a word you say, what do you do?:
There may be a variety of reasons nobody is paying attention to me in class. I would first assess what is going on, and then proceed from there.
In the instance that a group of students or one specific student is being disruptive, I would ask them to quieten down and focus on the lesson. Failure to do so would result in a removal from the class.
In the instance that the class as a whole is being disruptive, rather than just distracted, I would have to assess whether it is an issue with the lesson I have presented or if the issue lies within the students. If the issue is the lesson not being engaging enough or simply being considered boring, I would adjust how I am presenting it. I would not want to entirely change the subject, but I would ask the class to be silent, and then begin teaching but in a more interactive style, asking more questions and generally trying to make the subject sound entertaining. If the class is just generally disinterested in the subject, I would still request silence, however I would then offer small rewards such as marshmallow treats to those that remain engaged and to those that are well behaved.
In the instance where I am completely incapable of getting the class to focus, I would most likely have to request another teacher's assistance. If that cannot be done then I would start giving detentions to those that are particularly disruptive or removing them from the class to set an example and hopefully get the class to stop misbehaving.
When in the teacher's lounge, how does your character act?:
In the teacher's lounge, I would most likely be quite quiet and respectful of the space. I imagine I'd be spending my time in the lounge grading my student's work or working on future lesson plans. During this, I would have to be able to concentrate on my work to ensure I don't make any silly mistakes. It would also be important to be respectful of other teachers that may be doing the same activities in the room. I wouldn't be particularly pleased if my workflow was disrupted, and so I wouldn't want to be the cause of disruption either.
If I entered the room and it was already quite socially active however, I would be much more open for discussion with other teachers. To add to this, if I was approached whilst working I would be respectful and polite as per usual. I want to build a bond with my co-workers, so I would always tend to whatever they wanted to talk about or if they needed help in any way.
I see the teacher's lounge as both somewhere for teachers to get some downtime, but also as a space for teachers to work on their classes. I would want to respect this space and its purpose, as well as the people that use it.
Provide at least 4 detailed /me's of your character inside a classroom:
/me Charlotte, upon entering the classroom, would make her way hastily to the front desk to greet her class. Upon arriving, she'd look around the room and count the number of students, making a decision on the activity she would have them do for the day depending on the results. "Good morning, class, I hope you've all been well! I had some plans for what we could do today, however I see there are not that many of you.." She flicked through a book containing her class plans and notes. "Would anybody be up for playing dodgeball? Or perhaps we could make use of the track? Lets leave it to a vote." She spoke with a confident tone, disappointed at the lack of people but moving forward nonetheless.
/me Charlotte, in seeing the classes' unresponsive demeanours, decided that a sport was probably not the greatest idea for her class. "Okay, class. You all seem quiet and unresponsive. Perhaps if you're this tired before we've even started for the day, we should do something a little more calmed down. Luckily for you, I have some worksheets for you to work on!" Charlotte opened her bag, gently grasping a small, neat pile of paper and lifting it onto her desk. "Please come to the front and collect a worksheet. The task is quite simple, and you've got an hour to complete it. If you have any questions let me know!"
/me It was hard not to notice the three students passing notes and giggling to each other in the back of the class. If it was enough to disrupt Charlotte on the opposite side of the room, she imagined it wasn't exactly pleasant for those that were closer either. She approached the three disruptive students and spoke in a quiet yet stern tone, trying not to draw too much attention to them. "Please could we not pass notes during my class? it's disrupting both me and the students. You can either hand the notes to me, put it away, or throw them in the bin. Don't make me ask again please." Upon confiscating the notes, she returned to her desk. "If you behave, you can collect it at the end of the lesson." Her threat was empty, she intended on returning them anyway as long as the contents weren't inappropriate. But she hoped that what she said would make the three keep quiet from now on.
/me Charlotte looked at her phone, checking the time and realising the class was nearing its end. In realising this, she stood from her desk and clapped her hands to draw attention to herself for a moment. "Students! You've got 5 more minutes to complete and hand in your assignment. Please do so soon if you haven't already!" After finishing her light announcement, she sat herself back down and continued reviewing and grading the work she had previously received.
/*Do not mention use of FearRP*/
You find a gang of delinquents in the hallway cursing and swearing, what do you do?:
I would approach the delinquents and ask them nicely to stop swearing, and then remind them of the school policy. I'd ask nicely first because I think being able to build some form of bond with students is incredibly important in getting them to trust me as a teacher, it also makes dealing with situations such as these easier as delinquents may be less inclined to ignore or purposely aggravate a teacher they may have a preference for. Of course, if they continue their behaviour I would be forced to be stricter, however I would still want to give them another chance before enforcing any disciplinary action. Continuous failure to stop cursing would result in me having to hand out a detention slip for their conduct.
If a student(s) is frequently caught cursing or swearing on school grounds, I would have less tolerance and begin the interaction by being strict, but still respectful.
No one in your class is listening to a word you say, what do you do?:
There may be a variety of reasons nobody is paying attention to me in class. I would first assess what is going on, and then proceed from there.
In the instance that a group of students or one specific student is being disruptive, I would ask them to quieten down and focus on the lesson. Failure to do so would result in a removal from the class.
In the instance that the class as a whole is being disruptive, rather than just distracted, I would have to assess whether it is an issue with the lesson I have presented or if the issue lies within the students. If the issue is the lesson not being engaging enough or simply being considered boring, I would adjust how I am presenting it. I would not want to entirely change the subject, but I would ask the class to be silent, and then begin teaching but in a more interactive style, asking more questions and generally trying to make the subject sound entertaining. If the class is just generally disinterested in the subject, I would still request silence, however I would then offer small rewards such as marshmallow treats to those that remain engaged and to those that are well behaved.
In the instance where I am completely incapable of getting the class to focus, I would most likely have to request another teacher's assistance. If that cannot be done then I would start giving detentions to those that are particularly disruptive or removing them from the class to set an example and hopefully get the class to stop misbehaving.
When in the teacher's lounge, how does your character act?:
In the teacher's lounge, I would most likely be quite quiet and respectful of the space. I imagine I'd be spending my time in the lounge grading my student's work or working on future lesson plans. During this, I would have to be able to concentrate on my work to ensure I don't make any silly mistakes. It would also be important to be respectful of other teachers that may be doing the same activities in the room. I wouldn't be particularly pleased if my workflow was disrupted, and so I wouldn't want to be the cause of disruption either.
If I entered the room and it was already quite socially active however, I would be much more open for discussion with other teachers. To add to this, if I was approached whilst working I would be respectful and polite as per usual. I want to build a bond with my co-workers, so I would always tend to whatever they wanted to talk about or if they needed help in any way.
I see the teacher's lounge as both somewhere for teachers to get some downtime, but also as a space for teachers to work on their classes. I would want to respect this space and its purpose, as well as the people that use it.
Provide at least 4 detailed /me's of your character inside a classroom:
/me Charlotte, upon entering the classroom, would make her way hastily to the front desk to greet her class. Upon arriving, she'd look around the room and count the number of students, making a decision on the activity she would have them do for the day depending on the results. "Good morning, class, I hope you've all been well! I had some plans for what we could do today, however I see there are not that many of you.." She flicked through a book containing her class plans and notes. "Would anybody be up for playing dodgeball? Or perhaps we could make use of the track? Lets leave it to a vote." She spoke with a confident tone, disappointed at the lack of people but moving forward nonetheless.
/me Charlotte, in seeing the classes' unresponsive demeanours, decided that a sport was probably not the greatest idea for her class. "Okay, class. You all seem quiet and unresponsive. Perhaps if you're this tired before we've even started for the day, we should do something a little more calmed down. Luckily for you, I have some worksheets for you to work on!" Charlotte opened her bag, gently grasping a small, neat pile of paper and lifting it onto her desk. "Please come to the front and collect a worksheet. The task is quite simple, and you've got an hour to complete it. If you have any questions let me know!"
/me It was hard not to notice the three students passing notes and giggling to each other in the back of the class. If it was enough to disrupt Charlotte on the opposite side of the room, she imagined it wasn't exactly pleasant for those that were closer either. She approached the three disruptive students and spoke in a quiet yet stern tone, trying not to draw too much attention to them. "Please could we not pass notes during my class? it's disrupting both me and the students. You can either hand the notes to me, put it away, or throw them in the bin. Don't make me ask again please." Upon confiscating the notes, she returned to her desk. "If you behave, you can collect it at the end of the lesson." Her threat was empty, she intended on returning them anyway as long as the contents weren't inappropriate. But she hoped that what she said would make the three keep quiet from now on.
/me Charlotte looked at her phone, checking the time and realising the class was nearing its end. In realising this, she stood from her desk and clapped her hands to draw attention to herself for a moment. "Students! You've got 5 more minutes to complete and hand in your assignment. Please do so soon if you haven't already!" After finishing her light announcement, she sat herself back down and continued reviewing and grading the work she had previously received.
BACKSTORY
Charlotte Shimura was born into a relatively stable family, as the first and only child of Yuta Shimura and Emily Shimura. Her life at home was comfortable, being in the lower-middle class and socially active. When Charlotte was young, she was introduced to photography and sports. This was due to her father being deeply passionate about sports, and her mother taking on a career as a professional photographer. Charlotte found that she had also built a passion for these two subjects, and began practicing both hobbies with the respective parent. Charlotte was carefully guided down a path of photography by her mother for a large portion of her childhood, however not long after Charlotte's thirteenth birthday, her parents began getting into heated arguments more and more frequently, eventually leading to a divorce.
Because of her parents separating, Charlotte was taken to Japan with her father. They moved into a small house in Sendai and lived relatively peacefully, despite her father developing some unhealthy habits. Charlotte found that she struggled to continue her photography lessons out of the country. Now no longer having her mother as a teacher, she was relying on the internet to learn which was just not viable for her. Because of this, she decided to pursue her copied passion for sports from her father.
At 15, Charlotte noticed her father's habits becoming overbearing. Her relationship with her father wasn't unhealthy, but his issues were impacting her performance at school. After a brief argument, her father was able to acknowledge this and began helping Charlotte search for a school that supported student dorms at her age. Thankfully, they discovered Karakura High through a forum post talking about high-schools that supported dormitories for people of Charlotte's age.
After applying and being accepted into the school, Charlotte packed her things within the month. She gave a brief and un-ceremonial goodbye to her father, and the small house they owned, and set off to live on the small island that was Karakura. Upon arriving, Charlotte had difficulties communicating with people. She had various teachers who she looked up to, however she struggled to talk in general. Because of this, she became a little bit more quiet. She was able to find an online job selling her photography, however the pay wasn't ideal. Thankfully for Charlotte, she was able to involve herself with a small group of people, that gradually expanded as she got to meet friends of friends and increase her confidence back to where it was before coming to Japan. By Charlotte's 16th birthday, she had built a small name for herself among her classmates. She was also actively playing more sports and focusing on her own body. She found that she enjoyed doing this more than her photography, and quickly became even more passionate about it than she was back with her father.
As Charlotte grew older, she continued with her sports and photography, by the time she was in Grade 11, she'd born a passion for teaching, inspired by her time at Karakura. She decided to pursue this as a career, and thus focused on improving her studies and working toward this new goal of teaching. Upon graduating, she made the tough choice to return to England. She attended the University of East Anglia (UEA) on a course dedicated to Physical Education, whilst doing her photography and working a part-time job at a local pub. Charlotte spent the next decade studying at the university, then getting experience as a Teaching Assistant across various primary schools around the city. However, eventually, she decided to return to Karakura and apply to teach full-time at Karakura High.
IN-CHARACTER INFORMATION
(Pretend your character is filling this out, not you)
SECTION #1 - Personal Details
Full Name (First & Last only):
Charlotte Shimura
Title (Mr, Mrs, Miss):
Ms/Miss
Given Name(s):
Preferred Name:
Charlotte
Age (Minimum is 25):
28
Gender:
Female
Religious Denomination:
I am not religious, however I have been researching and interested in Shintoism.
Marital Status:
I am unmarried and single.
Nationality:
I am British!
Current Location:
Karakura, Japan.
SECTION #2 - Academic Details
Working Experience (# of years):
Teaching Assistant in England: 5 Years
Bar Staff in England: 3 years
Academic Degree: Majors Degree in Physical Education
Year of Graduation: 2018
Major(s): Physical Education, Health, Teaching
Minors: Psychology, Photography
Native Languages:
English & Japanese.
Other Languages:
N/A
Do you have a TEFL/TESOL/CELTA Certificate?:
No, but if it is deemed necessary I am willing to get one.
Extra
/*You may leave this blank*/
Additional notes about your application:
Thank you for reading my application! I am passionate and excited for the opportunity to be able to teach in SRP, and I hope my application is conveying that message across. Thank you for your time! <3
Do you have any questions?:
No thank you.
(Pretend your character is filling this out, not you)
SECTION #1 - Personal Details
Full Name (First & Last only):
Charlotte Shimura
Title (Mr, Mrs, Miss):
Ms/Miss
Given Name(s):
Preferred Name:
Charlotte
Age (Minimum is 25):
28
Gender:
Female
Religious Denomination:
I am not religious, however I have been researching and interested in Shintoism.
Marital Status:
I am unmarried and single.
Nationality:
I am British!
Current Location:
Karakura, Japan.
SECTION #2 - Academic Details
Working Experience (# of years):
Teaching Assistant in England: 5 Years
Bar Staff in England: 3 years
Academic Degree: Majors Degree in Physical Education
Year of Graduation: 2018
Major(s): Physical Education, Health, Teaching
Minors: Psychology, Photography
Native Languages:
English & Japanese.
Other Languages:
N/A
Do you have a TEFL/TESOL/CELTA Certificate?:
No, but if it is deemed necessary I am willing to get one.
Extra
/*You may leave this blank*/
Additional notes about your application:
Thank you for reading my application! I am passionate and excited for the opportunity to be able to teach in SRP, and I hope my application is conveying that message across. Thank you for your time! <3
Do you have any questions?:
No thank you.
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